The Mystery Box can be used along with a kit-based lesson, such as Lesson 3 of Magnets and Motors, or can be used by itself. This exercise shows students how scientists use indirect evidence to get "clues" about things they can't directly observe. For instance, if there is a coin in the box, you can manipulate the box so that the coin slides or rolls, and thus can get clues as to its shape without being able to see it.
In chemistry, researchers usually cannot "see" the molecules, and must use indirect methods (various spectroscopies, elemental analysis, etc.) to get data on the 3-dimensional structure of the molecules.
By having someone other than yourself or the teacher select the items for the boxes, no one in the classroom will have the "answer" as to what is inside the box. Analogously, when doing research, scientists are trying to solve problems that nobody else already knows, and thus they cannot use anything other than their own data to find the true answer.
Materials for the Mystery Box
One small cardboard box, about 1" x 3" x 6" (note: there are about 8 of these provided in the Magnets and Motors kit).
A variety of objects to go inside the mystery box.
A piece of paper, cut and decorated as a label for the mystery box.
Masking tape, to seal the box and attach the label (and maybe even to tape down some of the objects inside the box).
Good Objects:
Coins
Screws / Bolts
Balls
Jingle bells
Small magnets
Something that will compress, such as a sponge.
Instructions:
Have someone select a variety of objects of different shapes and materials, and have them place these inside the mystery box. If objects are to be taped down, have them do this as well.
Note: When using small, long objects such as pins and nails, it is a good idea to tape the inside corners of the boxes so these objects don't fall out.
Seal the mystery box with masking tape, and attach a label. If you are working with multiple boxes, make sure to include a number on the label.
Have the students pass the boxes around, manipulate them, and write down what they think is inside and why. If you are working with multiple boxes, the students can make a table like the one below:
Box Number
What I Think is Inside
Why I Think This
1
2
3
Encourage the students to devise other tests they can use, such as using magnets or weighing the boxes, to get more evidence about what is inside.
Extensions:
The Magnets and Motors kit suggests that you make a mystery box with different-shaped magnetic objects taped to the inside of the box. This way, the students use a magnet to find where these objects are taped, and how they are shaped. You can even cover the box in paper, and have the students draw where on the box they think these objects are.
As an extension of Magnets and MotorsLesson 3, make a series of mystery boxes that only include the objects in the tiny bags (golf tee, window screen, etc.) After the students have studied these materials according to the lesson, tell the students that the objects in the boxes are from their kits. Pass the boxes around, and have the students guess which of their objects are inside each box. (Note: you can put more than one object in each box).
To open or not to open: Students almost always want to open the box to confirm their findings. As a metaphor for the indirectness of scientific experiments, the box should not be opened. If scientists were able to see everything they were working on, they wouldn't need the indirect methods. That being said, in the end it is up to you whether or not to open the boxes for the students after you have instilled this valuable science lesson.
In chemistry, researchers usually cannot "see" the molecules, and must use indirect methods (various spectroscopies, elemental analysis, etc.) to get data on the 3-dimensional structure of the molecules.
By having someone other than yourself or the teacher select the items for the boxes, no one in the classroom will have the "answer" as to what is inside the box. Analogously, when doing research, scientists are trying to solve problems that nobody else already knows, and thus they cannot use anything other than their own data to find the true answer.
Materials for the Mystery Box
Good Objects:
Instructions:
Extensions:
To open or not to open: Students almost always want to open the box to confirm their findings. As a metaphor for the indirectness of scientific experiments, the box should not be opened. If scientists were able to see everything they were working on, they wouldn't need the indirect methods. That being said, in the end it is up to you whether or not to open the boxes for the students after you have instilled this valuable science lesson.